CVA – ACFP

Articles Tags Guidelines

Europe. Skills for industry curriculum guidelines 4.0

The guidelines aim to provide key stakeholders with an analytical base for developing curricula for the new industrial age. The objective is to offer a source of inspiration, conceptual guidance and good practice examples. The guidelines aim to be applicable for both designing fundamentally new educational offers and advancing existing curricula, depending on the level of required change.
https://op.europa.eu/en/publication-detail/-/publication/845051d4-4ed8-11ea-aece-01aa75ed71a1

Asia-Pacific region. Guidelines for the quality assurance of TVET qualifications in the Asia-Pacific region

The overall aim of these guidelines is to propose principles and indicators that can assist Member States in optimizing their quality assurance
mechanisms for qualifications achieved through TVET. They provide a framework for documenting, developing, monitoring, evaluating and
improving the currency and comparability of certificates, diplomas or degrees in TVET.
http://unesdoc.unesco.org/images/0025/002592/259281e.pdf

Handbook for VET providers

The handbook is meant to guide VET providers through a quality journey, based on the PDCA (plan-do-check-act/review) cycle, which underlies any quality management system (QMS). The handbook’s guidelines, advice and practical examples are taken from 20 providers of initial, continuing or sector-based vocational training, all of which have successful and mature quality management in place.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/3068

Teaching in a Digital Age. Guidelines for designing teaching and learning for a digital age

Through 12 informative chapters, the book answers your questions and provides helpful guidance and suggestions on a host of topics including:
–  How do I decide whether my courses should be campus-based, blended or fully online?
– What strategies work best when teaching in a technology-rich environment? What methods of teaching are most effective for blended and online classes?
– How do I make choices among all the available media, whether text, audio, video, computer, or social media, in order to benefit my students and my subject?
– How do I maintain quality of teaching, learning, and resources in a rapidly changing learning environment?
– What are the real possibilities for teaching and learning using MOOCs, OERS, open textbooks?
http://teachonline.ca/sites/default/files/pdfs/teaching-in-a-digital-age_2016.pdf

Guidelines for Quality Assurance and Accreditation of MOOCs

This document provides a set of guidelines designed to support decision making about the sorts of quality measures that are appropriate in different contexts. These MOOC Quality Guidelines can be used by governments, accreditation agencies, institutions and learners with an interest in developing, running, accrediting or participating in MOOCs, to improve quality assurance (QA) and accreditation.
http://oasis.col.org/bitstream/handle/11599/2362/2016_Guidelines-QAA-MOOCs.pdf?sequence=1&isAllowed=y

EU. Guidelines for Policies and Systems Development for Lifelong Guidance: A Reference Framework for the EU and for the Commission

There are 18 Guidelines divided into the four following categories:
– Transversal policy components: funding, training and qualifications, that apply to all sectors of guidance provision
– Education and training sector: schools; VET; higher education; adult learning
– Employment and third age sector: employed; unemployed; older adults
– Social inclusion sector: young people at risk; disadvantaged groups
http://iccdpp.org/guidelines-policies-systems-development-lifelong-guidance-reference-framework-eu-commission/

Canada. The Get Ready for your Red Seal Exam guide

This exam preparation guide is designed to inform you about the Red Seal exam process. The guide provides you information about what to do before taking your Red Seal exam, the exam itself and what happens after you write your exam.
http://www.red-seal.ca/docms/getready-eng.pdf
En français. Canada. Préparez-vous pour votre examen Sceau Rouge
http://www.red-seal.ca/docms/getready-fra.pdf

 

USA. Employer Guide to Adult Education for Work: Transforming Adult Education to Build a Skilled Workforce

This guide provides employers with a vision for new, more effective adult education programs, including the key elements to include in order to ensure greater student success, an understanding of the role employers can play in building such a system, best-in-class examples of employer involvement in Adult Education for Work programming, and tools employers can use to assess their training needs and the quality of existing programs and to access training resources. Employers can use these tools as a guide to advocate for programs that better meet their needs.
http://www.jff.org/sites/default/files/publications/Emp%20Guide%20Adult%20Ed%20Work.PDF

Competency Assurance Management System (CAMS) for Enterprises and TVET Institutions

This article provides guidelines that will enable the management of Companies and TVET Institutions to set valid and reliable controls in place with a view to have reasonable assurance that their workers / trainees / students are well trained, acquired the required awareness, knowledge, skills and attitudes, provided evidences, assessed, verified, proved to be competent and can effectively perform all tasks assigned to them, including Health Safety and Environmental Protection HSEP and Business Critical Tasks, up to the Minimum Competency Level (Standard) required at Work Location.
https://docs.google.com/file/d/1WXGujWMIftbhmmvhbsxPKR-tmSROk3ikuTkjIk8wkA9b48rH9bbhmEh7VhMi/edit
Contribution of Eng. Moustafa Wahba Competency Assurance & TVET Consultant E-mail address: mmm.wahba@gmail.com

UNESCO guidelines for the recognition, validation and accreditation of the outcomes of non-formal and informal learning

The overall aim of these Guidelines is to propose principles and mechanisms that can assist Member States in developing or improving structures and procedures to recognise all forms of learning, particularly the outcomes of non-formal and informal learning. While the Guidelines are not legally binding, Member States’ authorities are expected to make efforts to implement the Guidelines as appropriate to their specific national context.
http://unesdoc.unesco.org/images/0021/002163/216360e.pdf

Canadian Standards & Guideline for Career Development Practitioners

The Canadian Standards & Guidelines for Career Development Practitioners (S&Gs;) define the competencies career development practitioners need in order to practice effectively and ethically. They are used extensively in Canada in shaping professional training and development programs, certification and scope of practice.
http://career-dev-guidelines.org/career_dev/
En français. Canada. Le guide Canadien des Compétences pour les professionnels en développement de carrière
http://career-dev-guidelines.org/career_dev/?lang=fr

Canada. Canadian Standards & Guidelines for Career Development Practitioners

The Canadian Standards & Guidelines for Career Development Practitioners (S&Gs;) define the competencies career development practitioners need in order to practice effectively and ethically. They are used extensively in Canada in shaping professional training and development programs, certification and scope of practice.
http://career-dev-guidelines.org/career_dev/index.php/the-standards-guidelines

Australia. VET E-portfolio Privacy Draft Guidelines

E-portfolios are becoming increasingly popular in the vocational education and training (VET) sector as a tool to collate and demonstrate evidence of skills and achievements and assist in the RPL (recognition of prior learning) process. In this context, e-portfolios can contribute to personal career development and facilitate learner transitions between education, training and employment.
http://www.voced.edu.au/content/ngv%3A66316

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